Helping My Child with Handwriting and Presentation 2017 What's - - PDF document

Helping My Child with Handwriting and Presentation 2017

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What's this Booklet About? At Cradoc we believe that good handwriting and neat presentation raises self-esteem and enables children to communicate clearly. An expectation of neat handwriting is just one of the ways in which Cradoc shows that it is setting high standards in general and of presentation in particular. The purpose of this booklet is to provide help and support to enable school and home to work together to help children learn to form their letters correctly, write fluently and present their work neatly. Inevitably some will be neater than others, but we want every child to be the best they can be. This booklet details why and how we teach handwriting at Cradoc Primary School, explains how the phonics rhymes learned at an early age help the children learn to form letters for writing and provides the building blocks for later spelling. It is essential that there is a consistent approach towards handwriting and the presentation of work between school and

• home. This consistency will help raise expectations and

encourage the children's sense of pride in how their work should look. This booklet therefore also provides ideas on ways in which you can help to develop your child’s handwriting. We hope the booklet is helpful to parents and families and welcome any suggestions to make it even better. Contents What's this booklet about? 2 Why do we need to write ? 3 How Does the School Teach Handwriting? 3 Foundation Phase 3 Key Stage 2 4 Pencil/Pen Grip 4 Left Handed Children 4 Presentation 5 Where Should My Child Be? 5 What if my friend's child seems to be writing more neatly? 5 How can you help your child? 5 Ideas for developing Gross and Fine Motor Control 5 Ideas for Developing Handwriting At Home 6 How can you make writing seem a bit more attractive? 6 What If My Child Makes A Mistake 6 Praise, Praise, Praise 7 Useful websites 7 Appendix 1 - Letter formation rhymes from Read, Write Inc. 8 Appendix 2 – National Literacy and Numeracy Framework, inc copy of skills ladder 10

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Why do we need to write ? Despite the development of ICT and computers, it is still vital that we teach children to write. It is an important life skill which underpins many activities. There are two main purposes for handwriting:

• 1. To make notes for ourselves
• 2. To pass information on to another party

In both cases, it is important that someone can read what we have written! How Does the School Teach Handwriting? Handwriting tasks require different muscle groups to work together with the proper force, timing and actions to produce an acceptable outcome (ie legible handwriting). At Cradoc, in the very earliest years through the whole of their education, we include activities for the children to develop both gross and fine motor control. Fine motor skills are small movements — such as picking up small objects and holding a spoon and

• handwriting. They involve using the small muscles of the fingers, toes, wrists, lips, and tongue.

Gross motor skills are the bigger movements — such as rolling over, sitting, riding a bike, gymnastics. They use the large muscles in the arms, legs, torso, and feet. Improving gross motor skills supports children to develop improved strength and posture, whilst improving fine motor control helps children to develop the ability to plan and execute detailed actions. Throughout their time at school, the children have opportunities to improve their gross and fine motor control through physical development, PE and sports, creative art and design, use of IT etc. Control is also encouraged through playtime activities, such as loose play, games and sports. "Formal" handwriting is taught: Foundation Phase

• In Reception, motor skills are developed using a variety of different activities, including ‘Write Dance’

and “Dough Disco” and these continue to be practised throughout the Foundation Phase. Children also have access to a range of writing media and experiences throughout the areas of provision within their setting. They must be given the opportunity to practise with implements of different size, weight and type in order to develop the necessary skills.

• In Reception and Year 1, handwriting

is "formally" taught during the Read, Write Inc sessions and using the Read, Write Inc rhymes (see Appendix 1). They are sometimes supported with a "ground, grass, sky" grid to show them how to sit letters on the ground and let the tails dangle in the mud and to reach for the sky. Opportunities for writing are then provided across other areas of the curriculum and in the enhanced areas within the classroom and outdoors. Children are encouraged to write their first names correctly, using a capital letter for the first letter and lower case letters for the rest of their name. Children will write in pencil and adults will keep rubbers in the classroom to remove large mistakes to ensure good presentation of all work.

• In Year 2, discrete handwriting sessions take place 3 times a week for between 5-10 minutes. Pupils

will learn to use books with handwriting lines to ensure they develop appropriate size and spacing with letters sitting on the line.

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• The similarity between the ground, grass, sky is made to help them make the link, which is then

extended to link with the lines in their books and thus encourage them to use good handwriting in all

• f their work.
• Joined handwriting is taught during class sessions when the pupil is ready for this progression.

Key Stage 2

• Across the whole of Key Stage 2, handwriting is taught to whole class or groups, with the teacher

demonstrating the formation of letters, joins and groups of letters.

• All pupils will be expected to write in pen for all subjects, including maths, using pencil for drawings,

label lines etc.

• Handwriting sessions are normally taught 3 times a week for between 5-10 minutes. Additional

targeted intervention groups take place for pupils needing further support throughout the year. Pencil/Pen Grip The way a child grips the pencil/pen will affect the quality, speed and flow of their handwriting and it is very important that every child is able to write neatly and legibly. It is important that children hold their pencil correctly and ensure their posture is correct. The most appropriate grip is the ‘tripod grip’ which allows both control and fluid movement. ➢ Pencil held between finger and thumb. Middle finger provides extra support ➢ The hand should be holding the pencil at an angle of about 60 degrees ➢ The pen or pencil should be held about one to three centimetres from the writing tip, so that there is control over its movement ➢ The grip should be relaxed, without pressing too hard on the page ➢ The child should be sitting upright, not hunched over paper, with their feet flat on the floor ➢ Head up, not resting on the desk or hand ➢ Paper is tilted in an anti-clockwise direction, with the left hand steadying the paper Left Handed Children Young children may not favour one hand over the other; however, when they do settle on their right or left hand it is important to be able to support left handed children

• appropriately. The following guidelines may be useful:

➢ The child will need space to his / her left as he / she writes

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➢ The writing paper is to the left of the child's body midline ➢ The paper is tilted up in a clockwise direction, with the right hand steadying the paper ➢ The writing forearm is parallel with the paper edge as the child writes ➢ The writing tool is held sufficiently far from its point to ensure that the child can see what he/she is writing Presentation Children are expected to keep their work and their books neat and well presented in all areas of learning and experience. To support them with this, we have the following guidelines: ➢ Before starting each piece of work, children are expected to record the date on the left-hand side of the page. In numeracy, the short date is recorded using dots to separate the day, month and year. The long date is recorded for all other subjects. The date is underlined with a ruler. ➢ Children write in pencil or black biro, depending on their age. They are taught to use red biros/red pencils for their own corrections and to use blue biros/blue pencils correctly to identify good work. ➢ WALT stickers and worksheets, when used, are expected to be cut out and stuck squarely into books. ➢ Children are encouraged to use a ruler for underlining. ➢ Diagrams are drawn in pencil with labels in either pencil or pen depending on age. ➢ Children are not permitted to ‘doodle’ on the cover or pages of their books. Where Should My Child Be? All children are going to develop at a different rate, and the teaching allows for all abilities throughout the School. The Literacy and Numeracy Framework, which can be found in Appendix 2, shows the skills the children are expected to achieve for each Year group. This framework describes a continuum of development and learners may progress further, faster or slower in some aspects than in others, with achievements spanning several years. What if my friend's child seems to be writing more neatly? It is normal to be concerned about your child's progress but please remember that each child develops at different rates at different times. Learning to write is not a race! For some children learning to write will seem to happen easily and quickly, while for others more time and support will be needed. Children often go through periods of their writing being neat, then being less neat. This is often when they are starting to make their writing smaller (often very small before increasing again to the correct size), or when they first start to join. This is quite normal and please just reinforce the positive messages above. How can you help your child? Writing is just not easy – and some children find it a chore rather than fun. Some children will happily write for pure pleasure, and others are far more reluctant and struggle to do even three lines of writing! Ideas for developing Gross and Fine Motor Control Gross motor activities If you are able to take your child to a play area with climbing equipment this will be just as beneficial to their writing development as sitting down pens and paper! Providing

• pportunities for climbing, swimming, skipping, riding a

bike/trike, balancing on a beam can all help, even playing on monkey bars can build up strength and control to help with handwriting! Fine motor activities Craft, tying shoe laces, doing up zips, using play-dough, colouring in, cutting out, Hama beads, threading beads give children the hand eye co-ordination and the ability to develop a correct pencil grip and finger strength and memory, even playing Connect 4 can help with the pincer grip and finger control.

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Ideas for Developing Handwriting At Home You don't have to be an expert, and there's no magic in supporting children's writing, just lots of patience. Using the phonics rhymes (appendix 1) will help your child to make the link with what they are learning at school. Have a small selection of handwriting materials readily available at home. Soft pencils, fibre-tip pens and some sheets of A4 typing paper are enough for a start. If your child finds it difficult to hold a thin pencil it may be worth investing in something chunkier or pencil grips which are designed to encourage a tripod grip. Encourage your child to write on a line, even if they have to draw it themselves. Encourage your child to join his/her writing in any work brought home. Let handwriting play a part in your family’s daily life, for example: making lists and labels, keeping a family diary, leaving notes for each other in busy households, keeping in touch with distant friends and relatives, designing and making home-made notepads and greetings cards. Many children like to do their homework lying on the floor, but don’t let them! Please do your best to provide somewhere where your child can work, the end of the kitchen table is perfect! How can you make writing seem a bit more attractive? With younger children, to encourage letter or number formation: ➢ go outside and use chalk or wet paint brushes to write on the ground or walls ➢ use sky writing with both hands ➢ using finger paints ➢ let your child finger write on your back ➢ use fingers to write in the steam on bathroom tiles or on car windows ➢ write with a stick in the snow or the mud ➢ write in the air with ribbons on sticks ➢ write with fingers, sticks or cutlery in "gloop". This is good for accuracy, as it encourages children to write slowly and carefully as the faster they write the more resistance the gloop gives. ➢ use icing pens to write letters, numbers or words on rice paper or sherbet flying saucers (and then eat it!) With older children, follow your child’s interests – Does your child like football, cars, designing their own clothes or playing with dolls? Whatever their interests there are good opportunities for writing. Perhaps a lockable football diary for writing match fixtures and a few private thoughts on each match as played. Use postcards or fancy writing paper for writing a short message to granny – and make sure she writes STRAIGHT back! Provide post-it notes and encourage them to write messages to everyone – even the cat! What If My Child Makes A Mistake Writing takes practice and perseverance, both of which are hard if you're feeling discouraged. If your child has barriers towards writing, or low self esteem as a writer, praising and valuing your child’s writing is very important. Encourage your child to rehearse their sentence or say the letter rhyme out loud before they write it down. That way they are less likely to make a mistake. Also encourage children to punctuate their sentences with a full-stop and capital letter but do not worry if they get it wrong. Similarly, don't get

• bsessed with spelling. The main criteria for a healthy piece of writing is that

we can read it.

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After your child has produced written homework ask them to proof read their work for accuracy. If they do need to make corrections, encourage them to cross out the letter/word with a single line through and write the correction above. Celebrate what the writing says first of all rather than focusing on errors. Think of nice things to say – ‘I love the way you’ve put that ___ it’s brilliant’ rather than ‘I wish you would leave spaces between your words’. Praise, Praise, Praise Young writers will need constant reassurance; smiles and nods as they write will help and encourage them. If your child has done something well in their handwriting session, praise them for it as it will develop a feeling of success and enjoyment even if they are finding it

• difficult. The best kind of praise is that which tells the child exactly what has

pleased you. For example:

• I liked the way that you held the pen/cil properly
• I liked the way you held the paper with your other hand
• Well done, you used the writing rhyme to help you
• I am pleased you sat all the letters on the sitting line
• I am really impressed you remembered your finger spaces
• Well done on not giving up

Remember, it is difficult to get everything right when you are learning! We hope the booklet is helpful to parents and families and welcome any suggestions to make it even better. Useful Websites http://www.ruthmiskin.com/en/parents/ learning.wales.gov.uk/resources/nlnf/?lang=en http://www.cradoc.powys.sch.uk/?page_id=1531&lang=en_GBwww.cradoc.powys.sch.uk http://www.alford.lincs.sch.uk/Newsletters/DoughDisco.pdf https://www.teachhandwriting.co.uk/pencil-grip-tripod-guide-forming-handwriting.html https://www.learning4kids.net/2012/05/02/how-to-make-gloop/

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Appendix 1 : Read Write Inc Letter Formation Rhymes

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Appendix 2 The National Literacy and Numeracy Framework In 2012 the Welsh Government launched the National Framework for Literacy and Numeracy. These have been developed in order to achieve and develop excellent literacy and numeracy skills during a child's time in primary and secondary school. These documents describe in detail the skills that we expect children to acquire and master from ages 5 –

• 14. Within literacy we expect children to become accomplished in reading across the curriculum.

The framework focuses on the learners’ acquisition of, and ability to apply, the skills and concepts they have learned to complete realistic tasks appropriate for their stage of development. A key feature of the framework is the clear year-on-year expectations, which provide clarity to support the progression of reading. It is recognised that not all children progress in the same way and the year–by- year nature of the framework allows teachers to cater for the needs of the individual.

Appendix 2 Continued : Literacy Framework: Skills Ladder Foundation Phase Literacy : Handwriting Across the Curriculum Reception Year 1 Year 2 Learners are able to: Learners are able to: Learners are able to:

• sit correctly at a table, holding a pencil

comfortably and correctly;

• position paper at an angle so that the writing

position is comfortable

• begin to form lower-case letters in the correct

direction, starting and finishing in the right place;

• form digits 0-9;
• begin to use spacing between words that reflects

the size of the letters;

• to write from the left hand edge of the page, or margin,
• to form capital letters;
• form lower-case letters of the correct size relative to one another;
• write capital letters and digits of the correct size, orientation and

relationship to one another and to lower case letters;

• consistently use spacing between words that reflects the size of the

letters;

• begin to use some diagonal and horizontal strokes to join letters

use a ruler to underline and for straight lines

• use some of the diagonal and horizontal

strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined;

• write digraphs, tri-graphs and key words

as joined units.

• to record one digit in each box in maths

work. The expected standard at end of the Foundation Phase is that pupils are able to join some letters and words Key Stage 2 Literacy : Handwriting Across the Curriculum Year 3/4 Year 5/6 Learners are able to: Learners are able to:

• use the diagonal and horizontal strokes that are needed to join letters and understand which letters,

when adjacent to one another, are best left unjoined;

• increase the legibility, consistency and quality of their handwriting, eg by ensuring that the downstrokes
• f letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders

and descenders of letters do not touch.

• correct mistakes eg using a rubber or by crossing out. If crossing out, children should use a single ruler
• line. An eraser pen or similar should not be used.
• write legibly, fluently and with increasing speed by

choosing which shape of a letter to use when given choices and deciding as part of their personal style, whether or not to join specific letters. The expected standard at end of Year 3/4 is that pupils use cursive writing in the majority (60%) of their written work. The expected standard at end of Year 5/6 is that pupils use cursive writing in most (90%) of their written work.